Eastern School District - Gov Acknowledgments The Eastern School District acknowledges the following committee members for their contributions to the development of the District Literacy

Eastern School DistrictDistrict Literacy Action Plan

June 2010(Version 1.0)

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Acknowledgments

The Eastern School District acknowledges the following committee members for theircontributions to the development of the District Literacy Action Plan.

• Seana Evans-Renaud, Principal, Montague Regional High School (Committee Chair)

• Sheila Bacon, Elementary Curriculum Consultant, Eastern School District (Retired) • Louise Bruce, Information Systems, Eastern School District

• Sandy Clark, Trustee, Eastern School District Board

• Breda Foley, Teacher, Queen Charlotte Intermediate School

• Ken Gaudet, Principal, West Royalty Elementary School

• Parker Grimmer, Principal, Queen Charlotte Intermediate School

• Anne Hall, Leader of School Development, Eastern School District

• Leisa Holmes-Albert, Elementary Curriculum Consultant, Eastern School District

• Dr. Tamara Hubley-Little, Secondary Curriculum Consultant, Eastern School District

• Dr. Blake Jelley, Prince Edward Island Home and School Federation

• Dr. Kevin MacLeod, Career Education Consultant, Eastern School District (Editor)

• Student Services Team representatives, Eastern School District• Alison Campbell, Intermediate/Secondary Inclusive Education Consultant• Terri MacAdam, Elementary Inclusive Education Consultant• Dr. Rhonda Matters, School Psychologist

• Walter Wilkins, Director of Curriculum Delivery, Eastern School District

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Table of Contents

Forward . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Content and Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31) Leadership Positions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42) Professional Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43) Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54) Structures and Processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55) Parents and Partnerships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

District Literacy Action Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Strategies and Actions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Strategy 2.1 To identify and obtain essential literacy leadership positions

required to support effective literacy teaching and learning . . . . . 8Strategy 2.2 To create professional development opportunities that enable all

teachers to teach literacy effectively . . . . . . . . . . . . . . . . . . . . . . 10Strategy 2.3 To identify essential resources that will enable teachers to assess,

monitor and improve literacy learning for all students . . . . . . . . 13Strategy 2.4 To establish and advocate for District, school and class structures

and processes considered to be essential for effective literacyinstruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Strategy 2.5 To improve collaboration and communication with parents on thetopic of literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Next Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Appendix A: District Literacy Action Plan Committee Terms of Reference . . . . . . . . 25

Appendix B: Overview of 13 Parameters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Appendix C: Goal Framework and Development Plan . . . . . . . . . . . . . . . . . . . . . . . 28

Appendix D: Glossary of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

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Forward

The Eastern School District (ESD) recognizes literacy as necessary for all learning, thusthe need for a comprehensive and consistent approach to literacy learning is clear. However, formal system-wide literacy planning is new for the ESD. The District LiteracyAction Plan (DLAP) is designed to situate high-quality literacy instruction as the primaryfocus for teaching and learning at all levels and within all subjects.

The DLAP acknowledges thatunderstanding literacy anddefining its role in the publicschool system will evolve overtime.

To this end, the DLAP isdesigned to continuously adapt tonew perspectives and be movedforward and owned by all thoseresponsible for the plan’simplementation.

Background

A number of events contributed to the development of the District Literacy Action Plan.

During the 2004-2005 school year, Dr. Sandy MacDonald, Eastern School DistrictSuperintendent of Education, launched an initiative called the Curriculum AnalysisStrategy. In the 2005-2006 school year, the Curriculum Delivery Department (CDD)facilitated a number of system-wide grade level meetings. These meetings enabled thegathering of important information about teachers’ perspectives on the delivery of theapproved curriculum. The intent of this strategy was to examine the relationshipbetween curricular outcomes, teachers’ instructional methods, and student assessment

Literacy is the ability to identify, understand, interpret, create,communicate, compute and use printed and written materialsassociated with varying contexts. Literacy involves a continuum oflearning to enable an individual to achieve his or her goals, todevelop his or her knowledge and potential, and to participate fully inthe wider society. (UNESCO, 2004, p. 13)

Literacy is not a static skill set, and societalchanges continue to impact the level ofliteracy skills required by individuals. Literacyskills are developed throughout a lifetime, acontinuum of learning that we all participatein, from early childhood, through publiceducation to adulthood. Development of theseskills should be seen as a natural function oflifelong learning. (CAMET, 2009, p. 1)

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practices. Through this examination, teachers provided many recommendations forfurther work in the area of literacy.

Subsequently, these recommendations have been updated and submitted annually tothe Eastern School District Board of Trustees. Many of the recommended actions in theDLAP are a direct reflection of teacher input and can be found within the CurriculumDelivery Department’s previous annual reports.

Another significant event that influenced the DLAP is the Prince Edward Island TaskForce on Student Achievement Final Report (Kurial, 2005). The Task Force’s finalreport recognizes that society is driven by knowledge, and that, “today’s young peopleface increasing literacy demands” (Kurial, 2005, p. 10). The report also notes that, “inorder to meet those demands, researchers, funders, policy makers, administrators,parents and students must work together as common stakeholders in the improvementof literacy in our province” (p. 10).

The Task Force made recommendations that brought direct attention to literacychallenges, and much work has been done as a result. Two examples that continuefrom the Task Force are the literacy assessments and literacy coaching. Both of theseinitiatives are funded and supported by the Department of Education and EarlyChildhood Development. These projects enable literacy learning and provideinformation that allows a better understanding of our literacy challenges. Projects likethese represent investments in literacy, in keeping with the research of Murray, et al(2009) and Hertzman (2005).

In April 2008, the Department of Education and Early Childhood Developmentsponsored a delegation of teachers, administrators, consultants and directors from thethree Island boards to attend the Council of Ministers of Education, Canada (CMEC)Literacy: Passport to Prosperity conference that took place in Saint John, NewBrunswick. The educators returned to their schools calling for leadership in the area ofliteracy. At the May 2008 principals’ meeting, administrators made it clear to the DistrictLeadership Team that teachers were demanding a cohesive literacy plan. In response,the District Literacy Action Plan committee was established in the spring of 2009 toinclude representation from teachers, administrators, consultants, literacy coaches,directors, trustees, and Provincial Home and School Federation. The first task of thecommittee was to establish the terms of reference, which included definitions of literacyand guiding principles (see Appendix A).

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Content and Design

After establishing the terms of reference and guiding principles, the DLAP committeereviewed how other school districts established consistent system-wide approaches toliteracy learning. As well, the committee reviewed and drew upon local, regional, andnational documents pertaining to literacy development including Key Factors to SupportLiteracy Success in School-Aged Populations: A Literature Review (Canadian EducationStatistics Council, 2009).

A review revealed that many schooldistricts in North America based theirapproach on the work of MichaelFullan, Peter Hill, and Carmel Crévola. Working with Michael Fullan, the YorkRegion District School Boardparticipated in a project that was part ofa major province-wide strategy toimprove student achievement in literacyand numeracy (Ontario Literacy and Numeracy Secretariat, 2006b). The tool used byYork Region, 13 Parameters: A Literacy Leadership Toolkit, Facilitator’s Resource,Pearson Education Canada (2009), informed the work of the DLAP committee (seeAppendix B). After discussion, the DLAP committee decided to arrange the 13parameters into the following clusters: (1) Leadership Positions, (2) ProfessionalDevelopment, (3) Resources, (4) Structures and Processes, and (5) Parents andPartnerships. Each of the clusters identified in Figure 1 are described in the sectionsthat follow.

Figure 1 Five Clusters of the DLAP

“Literacy is the ability to understand anduse printed material found at home, atwork and in the community - to achieveone's goals and develop one's knowledgeand potential” (PEI Literacy Alliance, 2010,http://www.pei.literacy.ca).

DLAP

1) Leadership

Positions

3) Resources

2)

Professional Development

4) Structures

and Processes

5) Parents

and Partnerships

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1) Leadership PositionsThe provision of literacy leader positions from K to 12 is fundamental to the success ofthe DLAP. These leadership roles will facilitate job-embedded learning opportunities forall teachers to deepen their understanding and competency with effective strategies forsupporting student literacy learning in each curriculum area. The titles andresponsibilities may be slightly different depending on the grade and/or subject level.

Since these leaders will influence all other teachers, they must be provided withspecialized professional development in the following areas:

• The meaning and role of literacy within each curriculum.

• Effective instructional and assessment practices.

• The use of data to inform decisions.

• The process of leading and managing change.

• Effective communication/interpersonal skills.

2) Professional DevelopmentCentral to the DLAP is the building of common understandings and instructionalcompetencies to support effective literacy instruction for all Eastern School Districtteachers. This will be accomplished through a comprehensive professional developmentplan. The identification and use of effective professional development strategies andmodels is key to the success of this plan. To be identified as effective, a strategy ormodel must support the application of effective instruction and assessment practices atthe school and classroom level.

The Council of Atlantic Ministers of Education and Training released a literacy actionplan for Atlantic Canada (CAMET, 2009) that identifies five goals. The following twogoals from CAMET that relate to professional development are incorporated in theDLAP, as follows:

• “Increase professional knowledge and skills in teaching literacy” (p. 5).

• “Improve literacy capabilities for learning in all areas of the curriculum” (p. 8).

To enhance their success with literacy teaching and learning, the DLAP promotes theprovision of professional development for all teachers.

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3) ResourcesIn order “to assess, track and improve literacy learning for all students in the context ofdiverse backgrounds and abilities” (CAMET, 2009, p. 6), the DLAP recommends thedevelopment of resource documents to clarify the following:

• Language and intended outcomes as expressed in the curriculum.

• Current, evidence-based instructional and assessment practices that align with thecurriculum.

• Literacy goals of the Department of Education and Early Childhood Development andthe Eastern School District.

Additional resources include:

• A range of student learning materials to support differentiated instruction in allcurriculum areas.

• A variety of assessment tools (rubrics, benchmark kits, common assessments, etc.).

• Standards and exemplars. • Tools for monitoring each student’s literacy progress over time.

• Access to appropriate interventions.

4) Structures and ProcessesThe success of the DLAP resides in the District’s ability to implement structures and

processes - such as policies, regulations, anddirectives - that support effective literacyteaching and learning.

Operational decisions such as allocation of time,staffing, provision of resources, class size,school and classroom routines, and systematicinterventions all have an impact on literacyteaching and learning.

“In order for classroom teachingto be effective, key aspects ofhow the school operates requirecareful consideration” (Crévola& Hill, 1999, p. 6).

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5) Parents and PartnershipsThe DLAP encourages literacypartnerships with parents at multiplelevels. Teachers and schools can buildstrong relationships with parents tofurther their child’s literacy program andprogress. Partnerships for the purposeof promoting literacy are needed atbroader levels to supplement andstrengthen the efforts of individualteachers and parents.

Many activities within the Prince Edward Island Home and School Federation’s ParentalEngagement Initiative relate to literacy. Parents recognize that literacy must be a priorityof their child’s education. Acknowledging that parental aspirations and expectations forchildren’s educational achievement had the strongest relationship with actualachievement (Fan & Chen, 2001, p. 13), the DLAP values the importance of parents andother partners in literacy development.

District Literacy Action Plan

The committee recognizes the importance of a meaningful DLAP document to bereviewed on an ongoing basis. To address this, the report uses a framework consistentwith school development planning (see Appendix C).

To build in accountability, it was agreed to locate the DLAP as one of the goals withinthe ESD’s Curriculum Delivery Department’s Development Plan.

“There is an enormous amount ofevidence to indicate that aneffective school is one that isproactive and systematic aboutlinking with the home, the previousschool, other service providers andthe wider community” (Crévola &Hill, 1999, p. 7).

The Prince Edward Island Home and School Federation exists topromote the total well-being of children and the highest standards ofeducation for each child in the province. The Federation works inpartnership with other organizations who foster this ideal. TheFederation encourages and whenever possible assists in thedevelopment of policies related particularly to quality education for eachchild and generally to the total well-being of children in Prince EdwardIsland. (PEI Home and School Federation, 2010,http://www.edu.pe.ca/peihsf/about.html)

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The DLAP is one of three goals established by the Curriculum Delivery Department, asnoted in the following table.

Table 1 Curriculum Delivery Department’s Goals

Goal 1 By June 2012*, the CDD, in collaboration with schools and districtpartners, will facilitate the use of instructional and assessment practicesthat are congruent with curricular outcomes.

Goal 2 By June 2012*, the CDD, in collaboration with schools and districtpartners, will develop and implement the Eastern School DistrictLiteracy Action Plan.

Goal 3 By June 2012*, the CDD, in collaboration with schools and districtpartners, will undertake and participate in various educational activitiesto advance the delivery of the curriculum.

*(The June, 2012 date implies on-going review and implementation.)

While the Director of the Curriculum Delivery Department is responsible for reporting,the implementation of the DLAP is a shared responsibility. Its success depends uponthe continued engagement of all stakeholders.

Strategies and Actions

Table 2 Goal 2 and Corresponding Strategies

Goal 2 By June 2012*, the CDD, in collaboration with schools and districtpartners, will develop and implement the Eastern School DistrictLiteracy Action Plan.

Strategy 2.1 To identify and obtain essential literacy leadership positionsrequired to support effective literacy teaching and learning.

Strategy 2.2 To create professional development opportunities that enable allteachers to teach literacy effectively.

Strategy 2.3 To identify essential resources that will enable teachers toassess, monitor and improve literacy learning for all students.

Strategy 2.4 To establish and advocate for District, school and class structuresand processes considered to be essential for effective literacyinstruction.

Strategy 2.5 To improve collaboration and communication with parents on thetopic of literacy.

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Action 2.1.1 Establish working group to define the role(s) of the CurriculumCoaches, Literacy Leaders, Department Heads, and clarify the role ofthe Literacy Coach.

Presently, some literacy leadership roles are defined - but there is still work to doin this area. Given the many new and expanded roles called for in the DLAP, it isnow necessary to clearly describe and communicate these role descriptions to allDLAP partners.

- - -

Action 2.1.2 Obtain 1.0 full-time equivalent (FTE) board-based Literacy CoachCoordinator position.

As a job embedded in-service model addressing literacy is incrementallydeveloped, board-based governance and coordination is essential. Thisgovernance and coordination is not only required to establish clear guidelines,role descriptions, budget and program accountability, it is also required tomaintain positive working relationships between all participants in the changeprocess. This position involves both coaching (0.5) and coordination (0.5).

- - -

Action 2.1.3 Obtain an additional 6.0 FTE board-based English Literacy Coachpositions for K-6.

The literacy coach project directly and positively impacts the delivery of theapproved curriculum at the primary level. However, it is important to establish aliteracy continuum from kindergarten to grade 6 in both the English and theFrench Immersion programs. To do this will require additional literacy coaches.

- - -

Action 2.1.4 Obtain an additional 1.0 FTE board-based French Immersion LiteracyCoach position at the grade K-6 level.

To maintain the integrity of the French Immersion program from K to 6, similarliteracy leadership is required in both English and French programs.

- - -

Strategy 2.1 To identify and obtain essential literacy leadershippositions required to support effective literacy teaching andlearning.

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Action 2.1.5 Obtain 4.0 FTE board-based English Curriculum Coach positions forgrades 7-12.

To support and provide professional development with respect to literacy,teachers at grades 7 to 12 require leadership similar to the literacy coachingmodel. Consequently, the DLAP seeks to obtain four full-time equivalent (FTE)board-based, curriculum coach positions for English programs.

- - -

Action 2.1.6 Obtain 1.0 FTE board-based French Immersion Curriculum Coachposition at the grade 7-12 level.

Similar to the rationale identified for the provision of four English curriculumcoaches, the DLAP also seeks to obtain one French Immersion CurriculumCoach to support and provide professional development for grade 7 to 12teachers.

- - -

Action 2.1.7 Identify and obtain school-based Literacy Leader (K-12) positions foreach school.

The literacy coach initiative is important to the delivery of the approved curriculumfrom kindergarten to grade 12 in both the English and the French Immersionprograms. The job embedded in-service model will require literacy leaders in allschools.

- - -

Action 2.1.8 Examine the roles and responsibilities of Teacher-Librarians inrelation to the DLAP.

Teacher-librarians are integral to supporting literacy initiatives. Teacher-librarianshelp enable the delivery of the approved curriculum and facilitate change ininstructional practices. Dr. Ray Doiron, professor in the UPEI Faculty ofEducation and the Director of the Centre for Education Research has stated thatit is presently unknown how multiple views of literacy will interact with traditionaland emerging roles of libraries. This observation makes it imperative to haveteacher-librarians engaged with the implementation of the DLAP.

- - -

Action 2.1.9 Identify personnel to liaise with the Kindergarten Bridges Team.

Leadership and expertise already resides within the Early Childhood educators. Personnel need to be identified to facilitate a seamless literacy continuum forkindergarten students.

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- - -

Action 2.1.10 Identify intervention and support personnel to implement theResponse to Intervention (RTI) program and services model.

RTI is an approach to providing services to students which integrates assessmentand interventions in an effort to maximize student achievement and reduceproblem behaviors. The RTI framework proposed for Prince Edward Islandfollows a three-tiered approach, beginning with high-quality, differentiatedinstruction for all students. The second and third tiers are based on the provisionof increasingly intensive interventions, all of which must be evidence-based,appropriate, and delivered by someone specifically trained to do so. If the RTImodel is to be successful, personnel must not only be in place, but also have thespecific training to clearly identify, select, implement, and monitor the mostappropriate interventions.

- - -

Action 2.2.1 All schools shall have a literacy goal which resides within the schooldevelopment plan or a separate document.

All ESD schools are involved in the development and implementation of formalschool plans. While schools are involved in a wide variety of school initiatives,formal school development plans are designed to focus on two or three priorityoutcomes. Presently, the majority of schools have defined a literacy outcome asa key component of their school development plan.

Schools need to develop an outcome or action that highlights a literacy initiative. These initiatives can be captured formally in school development plans or in otherschool planning document.

- - -

Action 2.2.2 All teachers shall develop a self-directed literacy goal in alignmentwith the DLAP.

Literacy learning needs differ for each teacher. To enhance literacy teaching andlearning, each teacher needs to develop a literacy goal as part of, or in additionto, an evaluation plan.

Strategy 2.2 To create professional development opportunities that enableall teachers to teach literacy effectively.

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- - -

Action 2.2.3 All teachers shall be trained in and use effective literacy instructionalstrategies (e.g., Cross Curricular Reading Tools, Writer’s Workshop,Guided Reading).

Many literacy instructional strategies support the curriculum. Teachers need tobe supported in understanding and using effective instructional strategies.

- - -

Action 2.2.4 Identify effective professional development delivery models based oncurrent research.

Models for professional development that support teacher use of effectivestrategies need to consider current research. Effective professional learning forteachers should include the following features:

• It must be grounded in inquiry and reflection, be participant driven, and focuson improving planning and instruction,

• It must be collaborative, involving the sharing of knowledge and focusing oncommunities of practice rather than individual teachers.

• It must be on-going, intensive and supported by modeling, coaching, and thecollective solving of specific problems so that teachers can implement their newlearning and sustain change in practice,

• It must be connected to and derived from teachers’ work with students -teaching, assessing, observing, and reflecting on the processes of learning anddevelopment. (Ontario Literacy and Numeracy Secretariat, 2006a, p. 1)

- - - Action 2.2.5 Advocate for a professional development model that provides both

implementation and maintenance in-service for the language artscurriculum.

In addition to initial in-servicing for the language arts curriculum, teachers needongoing learning opportunities. Tracking mechanisms are also needed tocontinuously identify and track the actual in-servicing. The DLAP recognizes thatthe professional development model will need to expand to include othercurriculum areas in the future.

- - -

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Action 2.2.6 Provide ongoing PD/training for teachers on documents thatdemonstrate links between literacy and curricula outcomes.

The DLAP recommends the development of several resources (as identified inStrategy 2.3) that will support teachers in tracking of student achievement,development of instructional skills, and understanding literacy. Teachers willrequire professional development/training on the use of these documents.

- - -

Action 2.2.7 Identify PD/training requirements and provide opportunities forprofessional development of Literacy Leaders, and Literacy andCurriculum Coaches.

Coaches and leaders need deep knowledge of literacy theory and development,effective assessment and instructional practices and literacy materials. Theseroles also require knowledge and skills in leadership, adult learning, andfacilitating change. Therefore, it is essential that training requirements areidentified and provided.

- - -

Action 2.2.8 Advocate for UPEI Pre-Service Teacher Training that aligns withliteracy outcomes of the approved provincial curriculum.

The Council of Atlantic Ministers of Education and Training (CAMET) recognizesthe importance of pre-service training.

- - -

Action 2.2.9 Advocate for ongoing PD that links assessment practices withcurriculum benchmarks and standards.

Teachers receive professional development on curriculum when there is a newresource, curriculum revisions, or the teacher that is new to a subject area.Historically, there have been few curriculum benchmarks and standards within the

Pre-service training is a key ingredient for teachers to acquirethe necessary foundation and skills for teaching students toread and write. Departments of education recommendpost-secondary education institutions offering teacher trainingprograms place emphasis on the development and acquisitionof literacy skills and child development in a cross-curricularsetting. (CAMET, 2009, p. 5)

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provincially approved curricula. Teachers need support to link assessmentpractices with existing benchmarks and standards.

- - -

Action 2.2.10 Each school development/literacy team shall provide an orientationto pre-service teachers regarding school-based literacy goals.

RationaleIn order for pre-service teachers to be congruent with the school’s literacy goals, itis important for there to be an orientation to the school literacy plan.

- - - .

Action 2.2.12 Advocate for PD to enable language arts teachers to refineunderstanding of the language arts continuum (K-12).

The language arts curricula describes outcomes and instructional practices. Teachers need PD is needed to support teacher understanding of languageacquisition and literacy development to link instructional practice to curricularoutcomes.

- - -

Action 2.3.1 Each school will develop a literacy room to centrally locate literacylearning resources for students and teachers, and provide space forcollaboration.

Literacy rooms provide a time and cost effective system for teachers to know anduse the school’s book collection and promotes sharing and collaboration throughthe use of common space and resources.

- - -

Action 2.3.2 Identify and provide digitalized formative and summative literacyassessment tools.

Teachers require assess to a broad range of formative and summativeassessment tools and procedures.

- - -

Strategy 2.3 To identify essential resources that will enable teachers toassess, monitor and improve literacy learning for allstudents.

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Action 2.3.3 Create a literacy development plan template.

Schools that do not have a school development goal devoted to literacy will berequired to develop a literacy action plan. A template will be provided to supportthe planning process.

- - -

Action 2.3.4 Advocate for a provincial data warehouse for students’ literacy datafrom K-12.

During the school year, teachers or teaching teams utilize student data to informinstruction and assessment. A mechanism and protocol are needed for storageand retrieval of student information.

- - -

Action 2.3.5 Advocate for a resource that identifies literacy outcomes and skills ineach of the curriculum areas.

Across the curriculum areas, literacy outcomes are sometimes stated explicitlyand are sometimes implied. It is important to clearly identify the literacy learningoutcomes in each of the curriculum areas from K-12.

- - -

Action 2.3.6 Develop an ESD orientation guide for teachers.

To support consistent literacy instruction and assessment throughout the ESD,every teacher who begins to work in the District or who changes his or her gradelevel assignment will participate in an introduction to the DLAP and other literacysupport documents. An orientation resource will be developed to establishcommon understandings about literacy and ESD guidelines.

- - -

Action 2.3.7 Locate literacy documents and resources on the ESD website.

Locate literacy documents and resources on the ESD website.- - -

Action 2.3.8 Monitor teacher participation in acquiring literacy instructionalcompetencies.

The relationship between teachers’ professional learning and studentachievement has been clearly established. It is therefore, important to monitorteacher participation in professional development.

- - -

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Action 2.3.9 Obtain leveled texts.

Students need texts that are varied, well written, accessible, and plentiful enoughto meet the wide range of interests and abilities. Students also need access tobooks that are organized according to a continuum of difficulty. Providing booksfor students that are “just right” means the books are just difficult enough tochallenge or expand what they can do as readers and yet, are not so difficult asto cause frustration and disengage them.

- - -

Action 2.3.10 All teachers will be provided with the provincial Response toIntervention (RTI) model and supporting documentation uponavailability.

The Department of Education and Early Childhood Development is presently inthe final stages of releasing the provincially sanctioned model. Upon release, theESD will ensure that the model is provided to each teacher.

- - -

Action 2.3.11 Advocate for systemic, evidence-based literacy interventionprograms and curricula.

Different services and programs have been created to help struggling students,but the systems for coordinating, communicating and selecting these services areoften disconnected and not widely available. Systematic and evidence-basedinterventions are needed to ensure that students have timely access. Systemicintervention is multi-layered, available throughout the grade levels, begins early,includes differentiated classroom instruction and flexible groupings.

- - -

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Action 2.4.1 Develop an administrative regulation to govern literacy assessmentschedules for all levels, beginning with running/reading recordassessment for grades 1 to 3.

Presently, the ESD does not have sufficient guidelines and recommendationsabout effective literacy assessment practices. The absence of this guideline mayimped necessary changes to assessment practices. The ESD will provideleadership for literacy by establishing administrative regulations to support keyprinciples of effective literacy assessment and instruction.

- - -

Action 2.4.2 Advocate for district-wide literacy professional development dayswithin the school calendar.

The DLAP is founded on the belief that the most powerful way to enable teachersto solve instructional challenges is to provide them with opportunities to worktogether. To this end, establishing professional learning communities that focuson literacy will improve both instruction and, ultimately, students’ literacy skills.

- - -

Action 2.4.3 Advocate for the development and implementation of a provincialfunding application protocol for literacy initiatives.

The budget shows that the Government of Prince Edward Island valueseducation. While the specific term “literacy” rarely appears in Treasury Boardreports, the importance of literacy is implied. However, it is difficult for the Districtand schools to consistently access funding that targets literacy initiatives. Therefore, the ESD needs to collaborate with education partners to establish aprovincial literacy funding application protocol.

- - -

Strategy 2.4 To establish and advocate for District, school and classstructures and processes considered to be essential foreffective literacy instruction.

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Action 2.4.4 Advocate for set percentage of the total provincial budget to be spenton literacy.

A standard, perennial mechanism for literacy-initiative funding will allow literacyprofessionals to devote greater attention to “raising the bar and narrowing the gapin literacy skills” (CAMET, 2009, p. 4).

- - -

Action 2.4.5 Require that literacy be a standing agenda item within all monthlystaff meetings.

A standing item on literacy at all monthly staff meetings will provide the schoolliteracy team with the opportunity to report plans and progress, and maintainmomentum for school literacy development.

- - -

Action 2.4.6 Clarify expectations for an uninterrupted literacy block (languagearts) at the primary and elementary levels, along with identifyingalternatives at all levels.

Administrators will discuss and share ideas on clarifying expectations for anuninterrupted literacy block and how this consistency will be achieved. The ESDrecognizes that there may be a need for additional staffing in some cases to helpachieve the recommended time.

- - -

Action 2.4.7 Classroom teachers will define literacy instructional time within theirdaily instructional plan.

Presently, students are experiencing inconsistent amounts of time for dailyliteracy learning. Teachers are asked to set goals and monitor time for dailyliteracy learning.

- - -

Weak literacy skills can have a profound impact onpeople’s lives…. Studies have clearly linked literacy levelsand individual, society and economic prosperity. Raisingliteracy levels is therefore imperative to ensure the futureprospects of the Atlantic region and its citizens. (CAMET,2009, p. 1)

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Action 2.4.8 ESD will ensure that all primary and elementary schools provide 300minutes of instructional time within the school day.

Schools have to consider a variety of factors to ensure that the 300 minutes ofinstructional time is provided at the primary and elementary levels. For example,transportation, pupil-teacher ratio, and administrator teaching assignment can allimpact on how a schedule is designed. The Eastern School District will providesupport where operational challenges may be preventing this from beingachieved.

- - -

Action 2.4.9 All schools will report to the ESD, subject time allotments/allocationsas outlined by the Department of Education and Early ChildhoodDevelopment, before October 31 of each school year.

According to Minister’s Directive No. MD99-05 (Government of PEI, 1999),schools with intermediate grade levels are required to report their subject timeallotments to ensure that sufficient time is available to teachers and students toattend to all curricular outcomes, including those addressing literacy. Schools notmeeting the required time must notify the Director of Curriculum Delivery as towhy the times are not being met and outline a plan for remediation.

- - -

Action 2.4.10 For each language arts class, all components of the program(speaking and listening, reading and viewing, writing andrepresenting) will be delivered by one teacher at the elementarylevel.

Although the outcomes in the English Language Arts Curriculum are organizedinto three strands; (e.g., speaking and listening, reading and viewing, writing andrepresenting), and there are a variety of instructional components (e.g.,read-aloud, guided reading, writing workshop, spelling and word study), thedelivery of the program is meant to be integrated and cohesive. For example; talkis used to deepen comprehension of text; study of authors contributes tocomprehension and to developing writing techniques, study of word partscontributes to solving words in both reading and spelling. The more opportunityteachers have to help students connect and inter-relate language learningexperiences, the higher the gains in student learning. Therefore to decreaseprogram fragmentation and increase opportunity for student learning, allcomponents of the language arts program should be delivered by one teacher.

- - -

19

Action 2.4.11 All principals will establish efficient procedures so that instructionaltime will be maximized. (e.g., management of discretionaryactivities)

Principals are inundated with requests from outside agencies to access studentsfor a variety of reasons. Many of these complement the curriculum, but reduceinstructional time. Principals should continue to consider the educational value ofall activities before permitting them to occur.

- - -

Action 2.4.12 Advocate for the Department of Education and Early ChildhoodDevelopment to clarify locally determined time.

Minister's Directive No. MD 99-05, Intermediate School Subject Time Allotments(Government of PEI, 1999) recognizes that 1 to 3% of instructional time isclassified as locally determined time. However, it is unclear whether this allotmentis reserved for exploratory programs or can be utilized to expand upon subjectareas. Therefore, the DLAP is advocating for clarification regarding the allotting ofthis instructional time.

- - -

Action 2.4.13 Monitor in-servicing for Language Arts curriculum (ensure that allteachers have been in-serviced).

Since teacher expertise is one of the most significant factors contributing tostudent achievement, professional development and sustained in-serviceopportunities are key to gains in student learning. (Monitoring is necessary toensure both opportunity for new learning as well as to account for new learningthat is missed due to variables such as teacher/principal leave and mobility.)

- - -

Action 2.4.14 Every school shall develop a school literacy team.

Literacy development is a shared responsibility. A literacy team needs to guidethe work of a school, toward developing literacy goals and creating professionaldevelopment opportunities that support the effective teaching of literacy. Thisteam will also provide orientation for pre-service teachers about school literacygoals, follow the literacy development template, report on the implementation andsuccess of literacy goals, and maintain discussions about literacy as a standingitem at monthly staff meetings.

The creation of the literacy team can function within the parameters of the schooldevelopment team or can be an entity in itself. The composition of the schoolliteracy team needs to include teacher representation from each grade and

20

specialist areas. The school literacy team should also seek representation fromeducational assistants, other support staff, parents, and students.

- - -

Action 2.4.15 The ESD will examine how current intervention programs (e.g.,PLIP/PIP, Resource, Reading Recovery) align with the DLAP, identifygaps and make recommendations about necessaryadjustments/expansions.

Whereas high quality classroom instruction is the most important variable forsuccess in literacy learning, safety nets are needed in the form of intervention andspecial assistance for students at risk. Monitoring the available interventions andintervention outcomes throughout K to 12 is essential for effective planning anddelivery of intervention.

- - -

Action 2.4.16 Collaborate with education partners for the development of aprogram and services model in conjunction with second and thirdtier RTI (e.g., PLIP /PIP, Resource, Reading Recovery).

Although there is no universal RTI model, it is generally understood to includemultiple tiers that provide a sequence of programs and services for studentsshowing academic and/or behavioural difficulties. Tier 1 provides high-qualityinstruction and behavioural supports in general education. Tier 2 provides morespecialized intervention for students on a short-term basis. Tier 3 typicallyinvolves more comprehensive assessment and individualized, intensive, longterm interventions.

Multi-tiered systems are structured around levels of instruction and interventionsthat are matched directly to the needs of students. The greater the needs of thestudent, the more intense the intervention. This improves performance for allstudents by organizing resources efficiently, rationally, and effectively.

- - -

Action 2.5.1 Advocate for local Home and School/School Councils to leadactivities and meetings to promote and empower parental support forliteracy.

Strategy 2.5 To improve collaboration and communication with parentson the topic of literacy.

21

Parental involvement in supporting literacy development is an importantparameter underlying the DLAP. Parental involvement can take many forms butmust include parents’ high aspirations for their children’s literacy developmentand educational achievements (Canadian Education Statistics Council, 2009).Whether as a standing item pertaining to literacy at local Home andSchool/School Council Meetings or at meetings and activities devoted to literacy,local groups can play important leadership roles in promoting parentalinvolvement. Further, local initiatives can help empower parents by providingthem with knowledge and skills they can use to enhance their support for theirchildren’s literacy development.

- - -

Action 2.5.2 School newsletters shall regularly report on school-based literacyinitiatives.

School newsletters are designed to inform parents/guardians about importantevents and activities their children are experiencing within the school. Thesenewsletters, by both design and default, reveal what is valued in the school. Since literacy is essential for learning and literacy initiatives are always presentwithin the school, newsletters should reflect this reality.

- - -

Action 2.5.3 Encourage ESD Board of Trustees, Provincial Home and SchoolFederation, local Home and School/Parent Councils to continue toadvocate for access to literacy grants/funding.

It is important for parent groups to advocate for and leverage funding for literacyinitiatives. A corollary to 2.5.3 is that such grants be made accessible throughinviting and straightforward procedures and applications. Information andapplications should be provided in plain language, and support should be madeavailable to help local leaders complete applications so as to increase theirchances of a successful application.

- - -

Action 2.5.4 Establish a meeting schedule with the Provincial Home and SchoolFederation to identify opportunities for partnerships.

Literacy development is a shared responsibility best fostered throughpartnerships. Planned interactions involving stakeholder groups, including thoseidentified in 2.5.3, provides a foundation for meaningful discussions and action-oriented partnership plans for enhancing literacy.

- - -

22

Next Steps

The ESD’s District Literacy Action Plan Committee has completed the first step todevelop a literacy action plan. The next steps involve developing implementation andcommunication strategies for the 2010-2011 school year. A working group will beestablished in September 2010 to carry this work forward.

23

References

Canadian Education Statistics Council. (2009). Key Factors to Support LiteracySuccess in School-Aged Populations: A Literature Review. Retrieved fromhttp://www.cmec.ca/Publications/Lists/Publications/Attachments/201/key-factors-literacy-school-aged.pdf

Council of Atlantic Ministers of Education and Training (CAMET). (2009). Literacy: Keyto Learning and Path to Prosperity – An Action Plan for Atlantic Canada

2009-2014. Retrieved from

http://www.camet-camef.ca/images/eng/docs/Literacy-Key%20to%20Learning.pdf

Crévola, C. A., & Hill, P. W. (1999). Key features of a whole-school, design approach toliteracy teaching in schools. Australian Journal of Learning Difficulties, 4(3), 5 -11. Retrieved fromhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/hillcrev.pdf

Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement:A meta-analysis. Educational Psychology Review, 13(1), 1–21.

Government of Prince Edward Island. (1999). Minister's Directive No. MD 99-05,Intermediate School Subject Time Allotments. Retrieved fromhttp://www.gov.pe.ca/eecd/index.php3?number=1028006&lang=E

Hertzmann, C. (2005). What do we know about early learning and what are we doingabout it? Retrieved from http://www.cea-ace.ca/media/Hertzman_Transcript.pdf

Kurial, R. (2005). Excellence in Education: A Challenge for Prince Edward Island. Final Report of the Task Force on Student Achievement. Retrieved fromhttp://www.gov.pe.ca/photos/original/task_force_edu.pdf

Murray, T. S., McCracken, M., Willms, D., Jones, S., Shillington, R., & Stucker, J.(2009). Addressing Canada's Literacy Challenge: A Cost/ Benefit Analysis.Retrieved from http://www.nald.ca/library/research/cost_benefit/cost_benefit.pdf

Ontario Literacy and Numeracy Secretariat. (2006a). Improving Student Achievementin Literacy and Numeracy: Job-Embedded Professional Learning. Retrievedfrom http://www.eworkshop.on.ca/edu/pdf/Mod42_prof_learn.pdf

Ontario Literacy and Numeracy Secretariat. (2006b). Unlocking Potential for Learning: Effective District-Wide Strategies to Raise Student Achievement in Literacy andNumeracy. Case Study Report, York Region District School Board. Retrievedfromhttp://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/York_full.pdf

http://www.cmec.ca/Publications/Lists/Publications/Attachments/201/key-factors-literacy-school-aged.pdf

http://www.camet-camef.ca/images/eng/pdf/Literacy-Key%20to%20Learning.pdf

24

Pearson Education Canada. (2009). 13 Parameters: A Literacy Leadership Toolkit,Facilitator’s Resource. Toronto, ON: Author.

Prince Edward Island Home and School Federation. (2010). Mission statement. Retrieved http://www.edu.pe.ca/peihsf/about.html

Prince Edward Island Literacy Alliance. (2010). Definition of literacy. Retrieved March26, 2010, from http://www.pei.literacy.ca/

United Nations Educational, Scientific and Cultural Organization (UNESCO). (2004). The Plurality of Literacy and its Implications for Policies and Programmes. Retrieved from http://unesdoc.unesco.org/images/0013/001362/136246e.pdf

25

Appendix A: District Literacy Action Plan Committee Terms of Reference

Definitions of LiteracyLiteracy is the ability to identify, understand, interpret, create, communicate, computeand use printed and written materials associated with varying contexts. Literacy involvesa continuum of learning to enable an individual to achieve his or her goals, to develophis or her knowledge and potential, and to participate fully in the wider society. (UNESCO, 2004, p. 13)

Literacy is not a static skill set, and societal changes continue to impact the level ofliteracy skills required by individuals. Literacy skills are developed throughout a lifetime,a continuum of learning that we all participate in, from early childhood, through publiceducation to adulthood. Development of these skills should be seen as a naturalfunction of lifelong learning. (CAMET, 2009, p. 1)

“Literacy is the ability to understand and use printed material found at home, at work andin the community - to achieve one's goals and develop one's knowledge and potential”(PEI Literacy Alliance, 2010, http://www.pei.literacy.ca).

Guiding PrincipleEssential Graduation Learnings - Communication:Graduates will be able to use the listening, viewing, speaking, reading and writingmodes of language(s) as well as mathematical and scientific concepts and symbols tothink, learn and communicate effectively.

Source: Essential Graduation Learnings are outlined in the Outcomes section of the"Foundation for the Atlantic Canada Curriculum" documents. Essential graduationlearnings are statements describing the knowledge, skills and attitudes expected of allstudents who graduate from high school.

PurposeTo provide a comprehensive approach to develop literacy through collaborativeprofessional learning in the Eastern School District.

Target DatesA preliminary report to be shared with all stakeholders will be written by December 30,2009 (revised date).Final recommendations will be presented to trustees by January 31, 2010 and togovernment by February 15, 2010.

Communication StrategyThe preliminary report will be shared with all stakeholders by November 30.

The last few minutes of each committee meeting will be used to determine highlights of

26

the meeting and any resource documents or links to be shared with stakeholders. Thisinformation will be made available through a page on the ESD website.

Stakeholders include: Home & School, Trustees, Principals, ESD District LeadershipTeam, Department of Education & Early Childhood Development, PEITF.

27

Appendix B: Overview of 13 Parameters

13 Parameters for Effective Literacy Teaching and Learning (Pearson EducationCanada, 2009)

Parameter 1: Shared Beliefs and Understandings Among All StaffParameter 2: Designated Staff Member for LiteracyParameter 3: Daily, Sustained, Focused Literacy InstructionParameter 4: Principal as Literacy LeaderParameter 5: Early and Ongoing InterventionParameter 6: A Case Management Approach to Monitoring Student ProgressParameter 7: Job-Embedded Professional Learning in LiteracyParameter 8: In-School Grade or Subject Team MeetingsParameter 9: Shared Literacy Resources in a Designated Area of the SchoolParameter 10: Commitment of School Budget to Acquiring Literacy ResourcesParameter 11: Staff Commitment to Literacy Learning and Professional DevelopmentParameter 12: Parental Involvement in Supporting Literacy DevelopmentParameter 13: Appropriate Literacy Instruction in All Areas of the Curriculum

The 13 Parameters: A Literacy Leadership Toolkit, Facilitator’s Resource provides all thetools needed to facilitate literacy leadership sessions based on the parameters. Onecomponent is this Overview; five other components are as follows.• The DVD• Facilitator’s Resource• Cards: 13 Parameters• Card: Who Are Your Adult Learners?• Research Resource Book

28

Appendix C: Goal Framework and Development Plan

District Literacy Action Plan - Overview of Strategies and ActionsA goal of the Eastern School District’s Curriculum Delivery Department, in collaborationwith schools and District partners, is to develop and implement the DLAP. The followingis an overview of the initial strategies and actions that relate to this goal.

Five strategies, and corresponding actions, are presented in the table below:

Strategy 2.1 To identify and obtain essential literacyleadership positions required to supporteffective literacy teaching and learning.

10 actions

Strategy 2.2 To create professional developmentopportunities that enable all teachers toteach literacy effectively.

12 actions

Strategy 2.3 To identify essential resources that willenable teachers to assess, monitor andimprove literacy learning for all students.

11 actions

Strategy 2.4 To establish and advocate for District,school and class structures andprocesses considered to be essential foreffective literacy instruction

16 actions

Strategy 2.5 To improve collaboration andcommunication with parents on the topicof literacy.

4 actions

29

Goal 2 By June 2012, the CDD, in collaboration with schools and district partners, will develop andimplement the Eastern School District Literacy Action Plan.

Strategy 2.1 To identify and obtain essential literacy leadership positions required to support effective literacyteaching and learning.

ACTION WORKSHEET

Action Plan Timelines Responsible ResourcesNeeded

Budget

Begin Complete

2.1.1 Establish working group to definethe role(s) of the Curriculum Coaches,Literacy Leaders, Department Heads,and clarify the role of the LiteracyCoach.

January2010

January2010

DLAP workinggroup

A document will beprepared

2.1.2 Obtain an 1.0 FTE board-basedLiteracy Coach Coordinator position.

January2010

September2010

Superintendentand DoCDD

1 FTE for 2010 1 FTE

2.1.3 Obtain an additional 6.0 FTEboard-based English Literacy Coachpositions for K-6.

September2010

June 2012 DoCDD,Superintendent

2 FTEs for 2010, 2 FTEs for 2011,2 FTEs for 2012

6 FTEs

2.1.4 Obtain an additional 1.0 FTEboard-based French ImmersionLiteracy Coach at the grade K-6 level.

December2009

September2011

DoCDD,Superintendent



Budget

30

2.1.5 Obtain 4.0 FTE board-basedEnglish Curriculum Coach positions forgrades 7-12.

September2010 June 2012

SuperintendentDoCDD

2 FTEs for 20112 FTEs for 2012

4 FTEs

2.1.6 Obtain 1.0 FTE board-basedFrench Immersion Curriculum Coachposition at the grade 7-12 level.

September2011

September2012

DoCDD,Superintendent


2.1.7 Identify and obtain school-basedLiteracy Leaders (K-12) positions foreach school.

December2009

September2010

SuperintendentDoCDD

FTEs?

2.1.8 Examine the roles andresponsibilities of Teacher-Librarians inrelation to the DLAP.

January2010

January2011

CDD & ESDTeacher-Librarian DeptHeadDEECD

A document will bepreparedMinister’s Directive

2.1.9 Identify personnel to liaise withthe Kindergarten Bridges Team.

December2009

September2010

CDD,Superintendent

1 FTE

2.1.10 Identify intervention and supportpersonnel to implement the RTIprogram and services model.

2010 2011 ESD SSD &CDD, DoEECD

FTEs

31

Goal 2 By June 2012, the CDD, in collaboration with schools and district partners, will implement theEastern School District Literacy Action Plan.

Strategy 2.2 To create professional development opportunities that enable all teachers to teach literacyeffectively.

ACTION WORKSHEET


Budget

Begin Complete

2.2.1 All schools shall have a literacy goalwhich resides within the schooldevelopment plan or a separatedocument.

September2010

June 2011 Schooldevelopment orliteracy teamManager ofPolicyCDDPrincipals

Goal templatefrom CDD


Budget

32

2.2.2 All teachers shall develop a self-directed literacy goal in alignment with theDLAP.

September2011

September2012

All teachersManager ofPolicyCDDPrincipals

Rubric thatdefines skills toenable teachersto engage inreflection on theirown literacytrainingGr 1-3, GuidedReading TeacherSelf-Assessment

2.2.3 All teachers shall be trained in anduse effective literacy instructionalstrategies (e.g.,. Cross Curricular ReadingTools, Writer’s Workshop, GuidedReading).

September2010

June 2012All teachersTTFM CmteSSD, CDDPrincipalsDoEECDManager ofPolicy

DoEECD in-servicingCAMETdocumentsTTFM Grades 4-12 dataFindings of theProfessionalDevelopment/In-Service ReviewCommittee - Feb,2003


Budget

33

2.2.4 Identify effective PD delivery modelsbased on current research.

September2010

June 2012 Partners -DEECD, PEITF,ESD

e.g., Joyce andShowers,Findings of theProfessionalDevelopment/In-Service ReviewCommittee, Feb.2003

2.2.5 Advocate for a professionaldevelopment model that provides bothimplementation and maintenance in-service for the language arts curriculum.

September2010

June 2012 DEECDSuperintendent

e.g., identifyingresources ofappropriatecomplexity forstudents

2.2.6 Provide ongoing PD/training forteachers on documents that demonstratelinks between literacy and curriculaoutcomes.

September2009

June 2010 DoEECDconsultantsCDD

Joint PD DaysCurriculumsupportdocuments

2.2.7 Identify PD/training requirementsand provide opportunities for professionaldevelopment of Literacy Leaders, andLiteracy and Curriculum Coaches.

September2011

June 2012 teachers withinthese roles/consultants/DoEUPEI & EECD &ESD

explore potentialrole for TRC -online trainingresources?Districtorientation


Budget

34

2.2.8 Advocate for UPEI Pre-ServiceTeacher Training that aligns with literacyoutcomes of the approved provincialcurriculum.

September2010

June 2011 EECDSuperintendent

known/unknownsof the curriculum

2.2.9 Advocate for ongoing PD that linksassessment practices with curriculumbenchmarks and standards.

September2011

June 2011 ESD CurriculumConsultants,Coaches,Superintendent

the intent androle of resources(English 421,521, 621minimumrequirements 10 -12, CAMETachievementstandards forreading andwriting 1 - 9,ACRAR,handwritinginstruction)

2.2.10 Each school development/literacyteam shall provide an orientation to pre-service teachers regarding school-basedliteracy goals.

September2010

June 2012 Schooldevelopment/literacy teamPrincipalsManager of Policy

School-basedliteracy goal


Budget

35

2.2.11 Advocate for PD to enablelanguage arts teachers to refineunderstanding of the language artscontinuum (K-12).

January2010

June 2012 Partners -DEECD, PEITF,ESD CurriculumConsultants,Coaches

Documentidentifying gradelevel, instructionaland assessmentpractices rubrics,checklists, look-fors

2.2.12 Advocate for PD on the Responseto Intervention Model (RTI) as it pertainsto language arts instruction.

September2010

June 2011 Director of CDD,& DSSSuperintendent

Evidence-basedinterventions

36

Goal 2 By June 2012, the CDD, in collaboration with schools and district partners, will implement the EasternSchool District Literacy Action Plan.

Strategy 2.3 To identify essential resources that will enable teachers to assess, monitor and improve literacylearning for all students.

ACTION WORKSHEET


Budget

Begin Complete

2.3.1 Each school will develop a literacyroom to centrally locate literacy learningresources for students and teachers, andprovide a space for collaboration.

January2010

June 2011 SchoolsPrincipals

TRC, electronicdatabase,internet portals,connectivity

2.3.2 Identify and provide digitalizedformative and summative literacyassessment tools.

2009 June 2012 DEECD, CDD,SSD

Benchmarkkits, ACRAR,CASI, erroranalysisRecom-mendationsfrom LearningDisabilitiesCommittee


Budget

37

2.3.3 Create literacy development plantemplate.

January2010

June 2011 CDD none

2.3.4 Advocate for a provincial datawarehouse for students’ literacy data fromK-12.

2009 June 2012 Student RecordsManagementSteering Cmte,CDDSuperintendent

electronic,portfolio, SAS*ProvincialinitiativeLink to RTI

2.3.5 Advocate for a resource that identifiesliteracy outcomes and skills in each of thecurriculum areas from K-12.

January,2010

June 2012 DEECD

2.3.6 Develop an ESD orientation guide forteachers.

2009 Sept 2010 DEECD, CDD ESDOrientationDocumentProgram ofStudies


Budget

38

2.3.7 Locate literacy documents andresources on the ESD website.

2009 Sept 2012 CDD, PolicyManager,InformationOfficer

Updatedannually unlessa significantchange iswarrantedduring theschool year inwhich case anemail will bedistributed

2.3.8 Monitor teacher participation inacquiring literacy instructionalcompetencies.

Sept 2011 June 2012 CDD, PolicyManager,Principals

Link toTeachers’personal PDplan for literacy

2.3.9 Obtain leveled texts. 2009 June 2012 CDD,Superintendent

2.3.10 All teachers will be provided with theprovincial RTI model and supportingdocumentation upon availability.

2010 June 2011 CDD RTI modeldocument

2.3.11 Advocate for systemic, evidence-based literacy intervention programs andcurricula.

January2010

June 2012 CDD, SSDSuperintendent

PLIP, creditedcourses at highschool

39


Strategy 2.4 To establish and advocate for District, school and class structures and processes considered to beessential for effective literacy instruction.

ACTION WORKSHEET


Budget

Begin Complete

2.4.1 Develop an administrative regulationto govern literacy assessment schedulesfor all levels, beginning withrunning/reading record assessment forgrades 1 – 3.

September2010

June 2012 Manager ofPolicy & CDD

Guidelines forRunning/ReadingRecordAssessment forGrades 1, 2 and3

2.4.2 Advocate for district-wide literacyprofessional development days within theschool calendar.

September2010

June 2011 SuperintendentSDDProvincialSchool CalendarCommittee


Budget

40

2.4.3 Advocate for the development andimplementation of a provincial fundingapplication protocol for literacy initiatives.

September2010

June 2011 Superintendent EECD, timeresponsive,independent(ACOA-type?)ClassComposition,Innovation Grants

2.4.4 Advocate for set percentage of thetotal provincial budget to be spent onliteracy.

September2010

June 2011 ESDSuperintendent,H&S, EECD,PEITF

2.4.5 Require that literacy be a standingagenda item within all monthly staffmeetings.

September2010

June 2011 ESD

2.4.6 Clarify expectations for anuninterrupted literacy block (languagearts) at the primary and elementary levels,along with identifying alternatives at alllevels.

January2010

June 2012 ESDPrincipals

research on whatthe uninterruptedliteracy block is


Budget

41

2.4.7 Classroom teachers will defineliteracy instructional time within their dailyinstructional plan.

Sept 2011 June 2012 Teacher Instructional plan

2.4.8 ESD will ensure that all primary andelementary schools provide 300 minutesof instructional time within the school day.

January2010

September2011

ESDPrincipal

MasterTimetables

2.4.9 All schools will report to the ESD,subject time allotments/allocations asoutlined by the Department of Educationand Early Childhood Development, beforeOct 31 of each school year.

January2010

September2011

ESDPrincipalSuperintendent

MasterTimetables

2.4.10 For each language arts class, allcomponents of the program (speaking &listening, reading and viewing, writing andrepresenting) will be delivered by oneteacher at the elementary level.

January2010

September2011

PrincipalsESD

MasterTimetables

2.4.11 All principals will establish efficientprocedures so that instructional time willbe maximized. (e.g., management ofdiscretionary activities).

January2010

September2011

PrincipalsESD

MasterTimetables


Budget

42

2.4.12 Advocate for the Department ofEducation and Early ChildhoodDevelopment to clarify locally determinedtime.

January2010

June 2010 ESDSuperintendentDCDD

2.4.13 Monitor in-servicing for LanguageArts curriculum (ensure that all teachershave been in-serviced).

ESD DEECDPEITF

2.3.10

2.4.14 Every school shall develop aschool literacy team.

September2010

June 2011 PrincipalPolicy ManagerSuperintendentDLT

DLAP

2.4.15 The ESD will examine how currentintervention programs (e.g., PLIP /PIP,Resource, Reading Recovery) align withthe DLAP, identify gaps and makerecommendations about necessaryadjustments/expansions.

January2010

January2012

ESD SSD &CDDESD StudentServicesResource ModelCommittee

Provincial RTImodel


Budget

43

2.4.16 Collaborate with education partnersfor the development of a program andservices model in conjunction with secondand third tier RTI.(e.g., PLIP/PIP, Resource, ReadingRecovery)

2010 2011 ESD SSD &CDD, DoEECD

Provincial RTImodel

44


Strategy 2.5 To improve collaboration and communication with parents on the topic of literacy.


Budget

Begin Complete

2.5.1 Advocate for local Home andSchool/School Councils to lead activitiesand meetings to promote and empowerparental support for literacy.

January2010

June 2011 SuperintendentPEI Home andSchoolDLAP committee

2.5.2 School newsletters shall regularlyreport on school-based literacy initiatives.

January2010

September2010

PrincipalManager ofPolicy

2.5.3 Encourage ESD Board of Trustees,Provincial Home and School Federation,local Home and School/Parent Councils tocontinue to advocate for access to literacygrants/funding.

January2010

June 2012 PEI Home andSchoolPrincipals

2.5.4 Establish a meeting schedule with theProvincial Home and School Federation toidentify opportunities for partnerships.

January2010

June 2010 PEI Home andSchool, ESD

Districtcalendar

45

Appendix D: Glossary of Terms

13 Parameters: A Literacy Leadership Toolkit. Published by Pearson ProfessionalLearning Canada (2008), he toolkit provides support to administrators as they bringabout whole school change.

(ACRAR) Atlantic Canada Reading Assessment Resource A classroom readingassessment kit developed for grades 4-6 with grade level reading selections,comprehension questions and exemplars.

Assessment The systematic process of gathering information on student learning.

Benchmark A standard against which to measure something. In the Fountas andPinnell and PM Benchmark Kits, it is the level of book the student reads during theassessment.

(CASI) Comprehension, Attitudes, Strategies, Interests A classroom readingassessment resource published by Nelson Education that helps teachers identifystudents’ reading comprehension, attitudes, strategies and interests with grade levelreading selections and comprehension activities.

(CAMET) Council of Atlantic Ministers of Education and Training The Atlanticministers responsible for education and training agreement under which the provinces ofNew Brunswick, Newfoundland and Labrador, Nova Scotia and Prince Edward Islandcollaborate on joint undertakings to respond to the needs identified in public and post-secondary education.

(CMEC) Council of Ministers of Education, Canada An intergovernmental bodyfounded in 1967 by ministers of education that provides leadership in education at thepan-Canadian and international levels. It serves as a forum to discuss policy issues, toundertake initiatives, and to consult and cooperate on education interests of theprovinces and territories.

Curriculum Coach A curriculum coach is a leader who works collaboratively withsecondary-level teachers, administrators, board and department staff to enhance literacyteaching and learning across the curriculum.

Differentiated instruction Instructional strategies such as classroom organization,materials and pace is varied according to differences in students’ interests, learningstyles, abilities, prior experience, and learning needs.

Evaluation The process of analyzing, reflecting upon and summarizing assessmentinformation, and making judgments or decisions based upon the information gathered.

Exemplars Samples of student work that demonstrate levels of achievement.

(FTE) Full-time equivalent FTE refers to full and part-time instructional staffingallocations.

46

Formative assessment Is often referred to as assessment for learning, and refers tothose activities undertaken by teachers and by students in assessing themselves, whichprovide information to be used to modify the teaching and learning activities.

In-service The Department of Education and Early Childhood Development describesin-service as a subset of professional development that relates specifically to curriculumimplementation. The Memorandum of Agreement defines in-service as activities relatedto course content, methodology or the classroom organization or administration of a newprogram.

Kindergarten Bridges Team Under the auspices of the Department of Education andEarly Childhood Development, the Bridges Resource Team supports curriculumdevelopment, program delivery and parent engagement.

Literacy Coach A literacy coach is a literacy leader who works collaboratively withteachers, administrators, school board and department staff to improve studentachievement in literacy. The literacy coach provides school-based, job-embeddedsupport for teachers as they implement effective literacy

Literacy Leaders School educators with an additional leadership role in the promotionand learning of literacy.

Outcomes Curriculum outcomes are statements which identify what students areexpected to know and be able to do upon completion of study in a curriculum area.

(PLIP/PIP) Primary Literacy Intervention Program/Programme d’InterventionPrimaire In this intervention, small groups of children in grades 2 and 3 receive theirentire literacy program in a small group setting for 20 days.

Primary and Elementary Literacy Assessments The Prince Edward IslandDepartment of Education and Early Childhood conducts common assessments acrossthe province in May and June to determine how well students are doing in reading andwriting by the end of Grade 3, and the end of Grade 6.

Prince Edward Island Task Force on Student Achievement The premier establisheda 13 member task force to examine current education research consult with educatorsand the public and recommend strategies to improve student achievement and submit afinal report. The task force, chaired by Dr. Richard Kurial, submitted the final report,Excellence in Education: A Challenge for Prince Edward Island in December of 2005.

Reading Recovery This one-to-one literacy intervention for struggling readers ingrades 1 and 2 provides children with daily, half-hour lessons for 12-20 weeks.

RTI Response to Intervention (RTI) is generally understood to include multiple tiers thatprovide a sequence of programs and services for students showing academic and/orbehavioural difficulties. Tier 1 provides high-quality instruction and behavioural supportsin general education. Tier 2 provides more specialized intervention for students on a

47

short-term basis. Tier 3 typically involves more comprehensive assessment andindividualized, intensive, long term interventions.

RTI is a proactive problem-solving model that helps govern and bring clarity tointervention so that data-based decisions can be made to improve outcomes forstudents. The key components of the framework are:

1) Screen/identify students who are or at risk for not achieving despite high quality instruction;

2) Make data based decisions for interventions;3) Provide continuum of intervention options that increase in intensity;4) Monitor students’ progress on an ongoing basis.

Rubrics A scoring tool that relies on description of categories for evaluation.

Running/Reading Records The teacher uses a standard procedure to record what achild says and does while reading. The teacher then analyzes the record to gaininformation about the child’s reading process and to determine an appropriate level oftext for the child to continue making progress.

Standards Descriptions of what a student must know and be able to do in relation tothe intended grade-level learning outcomes.

Summative assessment Is often referred to as assessment of learning, and refers toassessment for accountability purposes, to determine a student’s level of performanceon a specific task or at the conclusion of a unit of teaching and learning. The informationgained from this kind of assessment is often used in reporting.

(UNESCO) The United Nations Educational, Scientific and Cultural Organization isa specialized agency of the United Nations. Its stated purpose is to contribute to peaceand security by promoting international collaboration through education, science andculture.

Uninterrupted Literacy Block This provides a dedicated period of time for literacylearning during which there are no interruptions, special subjects or special programs fora period of 60 – 90 minutes.

Documents

Eastern School District - Gov Acknowledgments The Eastern School District acknowledges the following committee members for their contributions to the development of the District Literacy